Community-Engaged Signature Work: How a High-Impact Practice May Support Student Well-Being
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Abstract
When facilitated intentionally and inclusively, signature work—in which students develop culminating products over time, guided by faculty feedback and driven by their own inquiry—has the potential to be a high-impact practice with transformative results. That potential may be heightened when signature work involves community engagement. As we argue in this article, campus practitioners should consider how students’ participation in community-engaged signature work may positively affect certain noncognitive outcomes as well as cognitive outcomes.
Comments
This article is published as Finley, A., & Reason, R. D. (2016). Community-engaged signature work: How a high-impact practice may support student well being. Diversity & Democracy: Civic Learning for Shared Futures. Vol. 19, No. 4. Posted with permission.